共查询到20条相似文献，搜索用时 15 毫秒
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Joseph McDonald 《College & Undergraduate Libraries》2013,20(2-3):136-149
Academic libraries face an uncertain future. Rather than attempting to develop libraries based on an unknowable future, the author argues it is preferable to address student learning needs with a set of information and learning instructional services established on teaching and learning principles and activities. Evolving from and replacing the present academic library, this new organization, the information and learning center, is staffed by a new academic professional, the information and learning specialist, who addresses the student's need to gather and manage information, read, and write as an integrated set of experiences directed by the curriculum and teachers’ pedagogies. 相似文献
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Jo Ann F. Murphy 《图书馆管理杂志》2017,57(7):742-757
In 2015, student learning programs at the University of Saskatchewan moved organizationally to the university library. While these services resided physically in the library as part of the Learning Commons partnership, this recent change presents the library with a new focus and responsibility for broader student learning support and academic skill development. Highlighting examples of organizational integration of student learning support, this article uses a proximity perspective, suggesting that geographical proximity of services in the learning commons does not go far enough to achieve the deeper collaboration and integration necessary for holistic and integrated learning, and that organizational proximity is needed. 相似文献
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[目的 /意义]将海量学术文本观点提取工作由人工转向机器,提高效率的同时又能够保证观点提取的准确性、客观性。[方法 /过程]使用UniLM统一语言预训练模型,训练过程中对模型进行精调,以人工标注数据集进行机器学习。将学术文摘作为长度为a的文本序列,经过机器学习,生成长度为b的句子序列(a≥b),并且作为学术论文观点句输出。[结果 /结论 ]研究结果表明：UniLM模型对于规范型文摘、半规范型文摘、非规范型文摘观点生成精准度分别为94.36%、77.27%、57.43%,规范型文摘生成效果最好。将机器学习模型应用于长文本观点生成,为学术论文观点生成提供一种新方法。不足之处在于本文模型依赖文摘的结构性,对非规范型文摘观点生成效果有所欠缺。 相似文献
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What value can academic and research libraries contribute to the campus culture for learning? How can these value contributions be measured? This paper offers the campus culture for learning as a new frame of reference for measuring the library's contribution to learning. It examines various means of assessing the role a library plays in a campus learning culture. It identifies related outcome assessment goals, and the means of measuring performance are suggested. 相似文献
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高校图书馆学习支持服务活动体系及其模型建构 总被引：1，自引：0，他引：1
[目的/意义] 总结高校图书馆学习支持服务活动体系并建构模型,以更好地理解高校图书馆学习支持服务的整体结构和运行机理。[方法/过程] 基于实际调研和主要职能总结出高校图书馆学习支持服务的基本形式和支撑条件。以活动为基本单位,分析学习支持服务活动的运行机理,进而尝试建构高校图书馆学习支持服务活动模型。[结果/结论] 资源服务形式和素质培育形式是高校图书馆学习支持服务的基本形式,空间、技术、人员是学习支持服务的3个支撑条件,应与基本形式相结合。两种基本形式与3个支撑条件的各种组合构成了高校图书馆学习支持服务的活动体系,需要基于活动的设计和组织进行深度融合。建构了一个高校图书馆学习支持服务活动的双螺旋模型,在机理上呈现出主体性的活动推动、非线性的逻辑递进、协同化的支持服务、共生式的融合发展等特征。 相似文献
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《Legal Reference Services Quarterly》2013,32(2-3):69-85
SUMMARY Distance learning technologies will be used increasingly by law schools both to enhance learning within their existing residential programs and to reach new audiences. For law librarians, the questions involved in serving distance learners are a subset of the questions about the future of the law library that arise from changes in the legal information environment. This article discusses current distance learning alternatives for law schools, and the impacts of distance learning and other technological innovations on the future role of the academic law library in legal education. 相似文献
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What makes a successful informal learning space is a topic in need of further research. The body of discourse on informal space design is drawn from learning theory, placemaking, and architecture, with a need for understanding of the synergy between the three. Findings from a longitudinal, quantitative, and qualitative study at Sheffield Hallam University, explore learners' behaviors, attitudes, and preferences toward informal learning spaces in higher education, within and outside of the context of the academic library. The learning spaces study contributes to the discourse on informal learning spaces design by producing a typology of nine learning space preference attributes which address aspects of learning theory, placemaking, and architecture. The typology can be used to evaluate existing spaces and inform redevelopment of informal learning spaces in higher education institutions. Implementing the typology will be subject to localized conditions, but at Sheffield Hallam University the key conclusions have included developing a portfolio of discrete, interrelated learning environments, offering spaces with a clear identity and encouraging students to translate their learning preferences into space selection. 相似文献
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学术文献特征表示,是学术文献搜索、分类组织、个性化推荐等学术大数据服务的关键步骤。研究表明,图神经网络能够有效学习文献的特征表示,然而当前研究主要集中在有监督学习方法上,不仅对数据集的大小和质量的要求较高,且学习到的文献特征表示与具体任务高度耦合。基于此,本文将四种无监督图神经网络方法引入学术文献表示学习,从Cora、CiteSeer和DBLP (database systems and logic programming)数据集的引文网络、共被引网络和文献耦合网络中学习文献的表示向量,并应用于文献分类和论文推荐两大下游任务。研究结果表明,(1)深度互信息图神经网络适合于文献分类任务,对抗正则化变分图自编码器则在论文推荐任务上性能更佳;(2)Cora数据集上的结果表明,相较于共被引和文献耦合网络,引文网络更适合于学习通用的文献表示向量。 相似文献
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高校图书馆对学生学业科研的影响是图书馆成效评估的重要内容之一,该方面研究在国外起步较早,在国内尚处于初级阶段。以北京师范大学学生利用图书馆情况和其学业科研情况为例,通过问卷调查与数据分析,发现图书馆利用情况和学业科研情况之间呈现正向相关,学生对图书馆利用程度越深,学业成绩越倾向于高排名,越容易产出学术成果,并且发表论文与图书馆电子资源数据库利用之间存在显著正相关关系。 相似文献
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Kathleen E. Pickens 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):50-58
ABSTRACTIf the goal of library instructional guidance is to provide students with the knowledge needed to acquire new skills in order to accomplish their learning objectives, then it is prudent to consider factors that impact learning. Cognitive load theory addresses several of these factors and is applicable to a wide-range of instructional devices used by librarians, particularly during research guide design, multimedia development, and database administration. This article will provide academic librarians with an overview of cognitive load theory and strategies for minimizing distractions while maximizing the student's learning potential. 相似文献
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《The Reference Librarian》2013,54(69-70):219-231
Summary This paper considers the instructional role of the academic librarian and examines the contribution adult learning theory makes to the practice of teaching information literacy skills. It explores those principles of effective practice in facilitating adult learning which apply to the teaching—learning transactions in the library. It describes the aim of facilitation as one of encouraging self directed, empowered adults and confirms the role of the academic librarian in facilitating the development of critical thinking, creative problem-solving and informed decision making in adult learners. It also examines the concept of information literacy and how this contributes to adult lifelong learning. 相似文献
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[目的/意义]学术文本结构功能是对学术文献的结构和章节功能的概括，针对当前研究较少从学术文本多层次结构出发进行融合和传统方法依赖人工经验构建规则或特征的问题，本文在对学术文本层次结构进行解析的基础上，构建了多层次融合的学术文本结构功能识别模型。[方法/过程]以ScienceDirect数据集为例进行实验，该模型首先通过深度学习方法对不同层次学术文本进行结构功能识别，接着采用投票方法对不同层次和不同模型的识别结果进行融合。[结果/结论]研究结果表明各层次集成后的整体效果较单一模型均有不同程度提升，综合结果的整体准确率、召回率和F1值分别达到86%、84%和84%，并且深度学习算法在学术文本分类任务中的性能较传统机器学习算法SVM更优，最后对学术文本结构功能错分情况进行了分析，指出本研究潜在的应用领域和下一步的研究方向。 相似文献
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Johanna Tevaniemi Jenni Poutanen Riitta Lähdemäki 《New Review of Academic Librarianship》2015,21(3):304-324
This article presents a case of co-designed temporary learning spaces at a Finnish academic library, together with the results of a user-survey. The experimental development of the multifunctional spaces offered an opportunity for the library to collaborate with its parent organisation thus broadening the role of the library. Hence, library can be seen as a third player facilitating learning spaces. Additionally, the library's own expertise was strengthened through successful cooperation with the undergraduate students and other actors. The results support prior research, where studying in the library is target-oriented differing from other learning spaces in providing support and resources. 相似文献
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学术文本词汇功能识别——基于标题生成策略和注意力机制的问题方法抽取 总被引：1，自引：0，他引：1
学术文本词汇功能识别的目的是实现学术文本中表征问题、方法和对象等词汇的抽取。针对传统识别方法中训练难以获取所导致的识别准确率低、召回率有限和泛化能力差等问题,本研究提出了一种基于深度学习和标题生成策略的学术文本词汇功能识别方法,将任务形式由信息抽取转化为特定形式的标题生成问题。本研究采用构建seq2seq模型和引入注意力机制的方式捕获词汇多层语义信息,最终实现学术文本中问题和方法指代词的生成和获取。实验结果表明,通过应用深度学习方法和标题生成策略,本研究提出的模型能够从摘要中有效识别学术文献的主要研究问题和主要研究方法,并较已有方法在识别效果上有明显提升。 相似文献
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Jo Ann Murphy 《College & Undergraduate Libraries》2016,23(2):151-167
In the fall semester of 2010 the University of Saskatchewan Library piloted a Library Peer Mentor initiative as part of a larger Peer Assisted Learning (PAL) program offered by the University Learning Centre. As partners in the Learning Commons located in the Murray Library, it made sense that the program should expand to include library peer mentors. After four years, personal interviews were conducted with current and former library peer mentors to consider their experience in the program and what impact it has had on them. The case study highlights how academic libraries can collaborate and broaden their scope to incorporate peer learning strategies and provide new opportunities to enhance the student experience. 相似文献
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学术不端行为教育与预警平台的构建及应用 总被引：2，自引：0，他引：2
根据高校学报编辑部的工作特点,建立了学术不端行为教育与预警平台。该平台有自主学习、自我测评、自助检测、签订责任、初审核查、编辑预警、诚信记录等内容及过程。阐述基于该平台的论文投稿和编辑工作模式,突出了作者学术不端行为的自我预防与矫正,以及编辑在作者论文写作、投稿过程中的辅助教育和对学术不端行为的预警作用。 相似文献
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Kosuke Kaneko Yuriko Saito Yukari Nohara Eriko Kudo Masanori Yamada 《The Journal of Academic Librarianship》2018,44(5):569-581
This paper reports research results of the proposed experiential learning using a game-based educational material. The educational material was an application running on a mobile device and was supported for learners to study university library instruction. During the experiential learning, the learners answered several quizzes provided from the educational material. The quizzes were including experiential contents such as actually to find an academic journal or to reserve a learning room. In order to evaluate learning effectiveness of the experiential learning, this research made a comparative experiment. The experimental group used the educational material and the control group used another educational material of e-learning (non-experiential) but the contents was almost same as the contents of the experiential learning. The comparative experiment took several evaluation elements such as pre-/post-test scores, delayed-test scores and learning motivation scores based on IMMS of ARCS model. The experimental results revealed that experiential learning was superior for the several elements of these metrics. This research, furthermore, analyzed learner's operation data to the educational material and learner's behavior data during the learning in the experimental group. The analyzing results showed three types of the learning behaviors and indicated that an instructor needs to adopt suitable instructional design to each type to bring superior learning effectiveness. 相似文献
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《The Reference Librarian》2013,54(83-84):71-81
SUMMARY Librarians are well positioned to embrace the journey towards a learning culture; we have resources and we have incentive! Teetering on the edge of information technology, libraries are committed to continuous change for the benefit of our customers. To fulfill this promise, staff must keep pace with new technologies, products, and an increasing demand for new services in an environment with shrinking human resources. There is more to learn and less time in which to learn it. This paper describes a proactive, team-based approach used to create a learning culture in one library. Staff act as peer learners and teachers to educate themselves and each other about all aspects of their reference work such as approaches to service, orientation for new members, learning and evaluating new tools, and discussing the development of new services. The whole is greater than the sum–this dynamic, shared learning environment embraces diverse learning styles including discovery, discussion, demonstration, presentation, homework, questioning, and hands-on practice. Analysis of feedback from students and challenging questions at the reference desk grounded the experience and made it immediately relevant and useful. This strategy furthers the goal of the learning organization where members share the responsibility of learning. The outcomes are an enriched collective knowledge and understanding, a sustainable model for continuous learning, social connectivity, and team experience. 相似文献
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Dilani Kanishka Abeyrathne Sakunthala Yatigammana Ekanayake 《The Reference Librarian》2019,60(1):14-28
Self-directed learning (SDL) has become a significant concept adopted by higher education institutions. In this context, academic libraries become an essential entity as they create these better learning environments. Therefore the present study aims to explore students’ perspective towards the usefulness of library resources for their learning approach, identify undergraduate satisfaction with library resources and services and their competency with some of the information literacy skills, and finally to investigate how academic libraries could support SDL in higher education. 相似文献